Learning to communicate in and with a culture of science is a much broader undertaking than mastering a body of discrete conceptual or procedural knowledge. One observer, for example, describes the process of science education as one in which learners must engage in "border crossings" from their own everyday world culture into the subculture of science.^ The subculture of science is in part distinct from other cultural activities and in part a reflection of the cultural backgrounds of scienti...

In the end, politics is about story. Robert McKee, Hollywood's master of storytelling, views the world from the top of America's other great cultural export—its movies.
"1 think that the American ethos is not science-friendly and never has been," he says. "The American model is Thomas Edison and Henry Ford. Guys who never went to college and who were geniuses and invented things, and people like them. The inventor versus the scientist. Somebody who can go west, discover gold mines, and cr...

Science is hard work, America is about the dream of Hollywood. We are living on the benefits of science, but will those innovations become cultural rituals if we won't do what we need to do to promote science and education?

We need science education to produce scientists, but we need it equally to create literacy in the public. Man has a fundamental urge to comprehend the world about him, and science gives today the only world picture which we can consider as valid. It gives an understanding of the inside of the atom and of the whole universe, or the peculiar properties of the chemical substances and of the manner in which genes duplicate in biology. An educated layman can, of course, not contribute to science, ...

This is why everyone should study it, because it's the only thing that explains the world around us. Quote from Hans Albrecht Bethe in the 1961 September issue, but reference is from the December issue.

Various notes taken from the conference session on science education with Stacy Baker's biology students:

Jack – into games, not many learning games out there. – homeVSschool technology use: what’s allowed in the different contexts, home is about socialization, school is about productivity, need to intersect the two. (Media needs to relate to him, technology, chemistry “New Social Network of Atoms Creates New Compounds”)

Michael – into vlogs, recording things on a research boat – students want hands-on activities, looking for internships, homeVschool: school tumbler account and home personal tumbler account to distinguish uses of productivity and socialization. PLoS was a great resource.

Carl – into Classroom blogs, likes tumbler sciokid.tumblr.com. Baker sends opportunities all the time and preparing for scio11. Was inspired by Baker showing him how people around the world were seeing her website

Paul – into wikis, allow students to express themselves, science online wiki, Proj: you have to put yourself out there, read newspapers and follow links to find things, NYT and Wired, (Interest: be interesting enough and esoteric as well, be terse without complicated jargon)

Naseem– into science literacy, how media , nature blog (Adult readers) rely on word of mouth for students to find the blog

Samantha – encourage more student blogs, students communicate ata level appropriate to other students, Green Science, global warming, (What about Adult readers) adults can still read her blog, but she is targeting her

Alexandra – believer in personalizing education, more into humanities, used podcasts and youtube, youtube.com/vlogbrothers, - teenagers want to feel like they are doing something, they want to participate and contribute. homeVSschool: the more competitive college search gets, the more she uses her laptop at home for educational purposes, looking for opportunities to improve chances of getting into colleges, MSNBC, Google News for facts, This Week in Tech Podcast, Relatability (how something relates to me) is important for having something catch her eye, Carl Zimmer cut to the chase about Duck Mating by calling it Duck Sex

Justin – blogging, using blogs in a variety of ways in science learning, frogs with the citric fungal disease and blogged it

Rachel Ward – chemistry teacher, using online tools to make the classroom a more exciting place

I’m A Scientist, Get Me Out of Here: imascientist.org.uk, website where students chat with scientsts and vote for their favorites, least votes get evicted, connected students in remote areas to scientists around the world, allows quieter students to participate more in class discussions, what about when scientists give wrong answers (they should say “I don’t know”), why isn’t there a USA version of this? (Kiome Jarrets: People need to complain. State by state engagement)

Shanahan – research online science communication, science education professor, works to get students interested in science, reduce their fear, arsenic life story, had students choose a blog and follow it for a month and write a book report on what the blog was about and a lesson sequence for future classes on the blog, students found science blogs were interesting, easy to understand, students used blog the same way they used books and magazine-no engagement no using comments, need bloggers who will give students an interactive experience,

Audience Comment: everone is trying to find balance between professional and personal technology use, separating and integrating.